General

SKILL	WHAT TO DO FIRST Identifying and supporting need	ASKING FOR HELP Starting Assess, Plan, Do, Review	WHEN MORE HELP IS NEEDED Targeted support
General	Individual child: Observe and listen to children’s non-verbal cues as well as verbal and respond promptly, accurately and consistently to best develop gesture as a precursor to language. Watch what babies and children are interested in and use this to think about what they might be wanting to communicate with you – this allows you to make sure the language you’re modelling matches what the child may be intending to communicate or is thinking about. Reduce questions and increase the use of comments especially for children at an early language level. Early identification of Speech Language and Communication Needs, for example, using identification tools such as WellComm. WellComm Early Years and the WellComm Primary toolkits enable you to identify children needing speech and language support and come with an age-appropriate The Big Book of Ideas providing a total of around 150 instant, play-based activities linked to screening results. English as an Additional Language (EAL): If children are learning English as an additional language, it is important to work with their parents/carers to find out what their skills in their home language are like. These children may need specific strategies in place to support their understanding of English and their learning (e.g. use of visuals to support their understanding), but it should not be assumed that they have a special educational need. The Bell Foundation website provides resources to support children of all ages. Classroom/Early Years room: Complete environmental checklists to evaluate whether the space supports communication and interaction, such as the ‘Communication Friendly Environment Checklist’ from Speech and Language UK. Create a ‘communication supportive environment’ using available advice from Speech and Language UK and ISCAN Speech and Language Therapy (SLT). Ensure all children have opportunities to experience a language rich environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. Use specific praise frequently so children know when and what they have done well, so they know what is expected and when to repeat the behaviour. See ISCAN Speech and Language Therapy (SLT) website for resources and ideas around children’s speech, language and communication development. Whole school/Early Years setting: Ensure that all Early Years practitioners have a clear understanding of typical speech, language and communication development and realistic expectations of skills for children of different ages within the setting. Please also see training programmes from ISCAN Speech and Language Therapy (SLT). Early Years practitioners understand age-appropriate skills using checklists such as Child’s Progress checker – Speech and Language UK. Early Years practitioners should be aware of the children’s level of understanding of spoken language and adapt their language accordingly. Identify designated Communication Champions or Leads. The Helping Early Language and Literacy Outcomes (HELLO) improvement framework is a quality improvement tool for schools and Early Years settings that want to improve their communication, language and literacy provision. The self-evaluation framework provides prompts, critical questions and resources to help settings identify their strengths and areas for development.	If the child is under 30 months and scored on the WellComm assessment either red on their age section, or amber on their age and amber the age below, refer them to the communication groups at children’s centres. Increase observations to understand how the child communicates, with who and where they communicate best, what their strengths and interests are, and how these can be used to encourage engagement in activities. Monitor how the child responds to your communication with them and whether they follow the words you are saying and/or the gestures you are using. Use the Early Years Foundation Stage (EYFS) Profile (listening & attention, understanding, speaking) and discussions with parents/carers to understand current skills and next steps for development. See the Celebratory Approach to SEND Assessment in the Early Years for ideas to support observations and holding supportive conversations with parents/carers. Plan and adapt tasks and activities to take account of the child’s individual communication needs – ensuring an enabling environment and inclusion at all times of the day. Provide frequent practice to develop communication skills through recall and repetition. Develop close home and setting links to ensure strategies are used across both environments to support the generalisation of skills. Signpost parents/carers to relevant information and activities on the BBC Tiny Happy People website. Agree clear plans and the use of support strategies to achieve agreed outcomes in the child’s Play Plan or similar. Ensure regular meetings to review progress (every 6-8 weeks). Access additional training on supporting children with specific communication and interaction needs e.g. Early Years Quality Team (EYQT), ISCAN Speech and Language Therapy (SLT), Tameside Educational Psychology Service (EPS). Access additional training to support key adults to understand and respond to behaviours associated with Communication and Interaction needs e.g. frustration at not being able to communicate, distressed behaviours as a result of not understanding spoken instructions or expectations. Ensure additional support is in place to develop emotional vocabulary using visual and real-life situations (e.g. mirror play, discussion of emotions during stories or puppet play, use of feelings visuals, or Bear Cards). Ensure the regular delivery of targeted interventions through play: including attention and listening skills, understanding skills and speech and communication skills. Take inspiration from the WellComm Big Book of Ideas providing a total of around 150 instant, play-based activities linked to screening results. Provide regular communication groups, working on speech and language skills on a frequent basis with a small group of children. It can be helpful to include good role models alongside children who need additional support. Sessions may be themed, for example using ideas from Talking Boxes. ELKLAN (buy-in) – accredited courses for Early Years practitioners working with those with speech, language and communication needs and for parents/carers. Early Language Builders from ELKLAN is a practical book which provides detailed advice and activities to promote the speaking and listening skills of all children aged between 2 and 6 years.	Strategies and approaches to support fine-grained assessment and individualised planning is in place and based on specialists’ advice. A Speech and Language Therapist (SLT) overseeing a programme of individualised targets and the delivery of interventions at home or in the setting. Regular multi-agency meetings in place to co-ordinate, plan and review support and progress. Refer to external agencies for additional support as needed e.g. Tameside Specialist Outreach Support Service (TSOSS), Early Years Quality Team (EYQT), ISCAN Speech and Language Therapy (SLT), Tameside Educational Psychology Service (EPS), Paediatrician. Close links between the home and the setting and good communication ensure that the child’s strengths and special interests are more clearly understood and included within their personalised planning e.g. communication book, one-page profile. High quality training is provided for all key staff involved in delivering and monitoring targeted provision. See ISCAN Speech and Language Therapy (SLT) training programme. Workshops provided by Tameside Specialist Outreach Support Service (TSOSS) to support children who speak English as an Additional Language (EAL). Access the Northern Association of Support Services for Equality and Achievement (NASSEA) assessment framework and resources documentation (buy-in) for improving teaching and learning of children who speak English as an Additional Language (EAL). Provide time and space for targeted support on a consistent basis e.g. access to a smaller space to complete interventions, increased staff to child ratios for times when intensive support and interventions are being delivered. Ensure robust risk assessments are in place and regularly reviewed to support any behaviours associated with reduced communication skills or any personal care requirements. Use the Plan-Do-Review process to monitor the child’s progress, alongside any external agencies’ advice, whilst collating evidence of the impact of the strategies being used (please refer to the Best Practice Walkthrough document). Where the child has an Education, Health and Care Plan (EHCP), refer to described outcomes and provision and implement. Continue to use the Plan- Do-Review process against the specified outcomes and provision. Regularly update with strategies as they are tried. Complete Annual Review of EHCP (please refer to the Best Practice Walkthrough document). Continue to request and act on advice from external agencies as necessary.